Item Details

Counselor Supervision: Principles, Process, and Practice

edited by Loretta J. Bradley, Nicholas Ladany
Format
Book
Published
Philadelphia, PA : Brunner-Routledge, c2001.
Edition
3rd ed
Language
English
ISBN
1560328738 (alk. paper)
Contents
  • Part I Counselor Supervision: Essentials for Training
  • 1 Overview of Counselor Supervision / Loretta J. Bradley, Jeffrey A. Kottler 3
  • Clinical Versus Administrative Supervision 4
  • Roles of the Supervisor 5
  • Supervisor Qualifications 6
  • Skills and Attributes 6
  • Purposes of Counselor Supervision 8
  • Personal and Professional Development 8
  • Competency Development 10
  • Promotion of Accountability 12
  • Activities of Counselor Supervision 13
  • Support 13
  • Consultation 14
  • Counseling 16
  • Training and Instruction 17
  • Evaluation 19
  • 2 Supervisory Relationship / Janet L. Muse-Burke, Nicholas Ladany, Mary D. Deck 28
  • Supervisory Relationship Defined 29
  • Phases of the Supervisory Relationship 31
  • Formation of Strong Supervisory Relationships 32
  • Facilitative Conditions 33
  • Action-Oriented Conditions 35
  • Role Induction 36
  • Factors That Influence the Supervisory Relationship 36
  • Triadic System 37
  • Supervisee Characteristics 38
  • Supervisor Characteristics 41
  • Supervisee-Supervisor Relationship Interactions 45
  • Influence of the Supervisory Relationship on Supervision Process and Outcome 48
  • Games Supervisees and Supervisors Play 48
  • Disclosure and Nondisclosure 52
  • Role Conflict and Ambiguity 54
  • Sexual Issues 55
  • 3 A Multicultural Framework for Counselor Supervision / Julie R. Ancis, Nicholas Ladany 63
  • Current Models of Supervision 64
  • Heuristic Model of Nonoppressive Interpersonal Development 67
  • Adaptation 68
  • Incongruence 70
  • Exploration 71
  • Integration 72
  • Supervision Relationship Types 73
  • Supervisor Interventions 75
  • Multicultural Supervision Competencies as Ethical Practice 77
  • Background of Multicultural Supervision Competencies 79
  • Multicultural Supervision Competencies 80
  • Part II Theoretical Approaches to Counselor Supervision
  • 4 Supervision-Based Integrative Models of Counselor Supervision / Loretta J. Bradley, L. J. Gould, Gerald D. Parr 93
  • Discrimination Model of Supervision 94
  • Framework of the Discrimination Model of Supervision 94
  • Focus and Goals of the Discrimination Model of Supervision 95
  • Methodology and Techniques of the Discrimination Model of Supervision 97
  • Case Example in Using the Discrimination Model of Supervision 98
  • Critique of the Discrimination Model of Supervision 98
  • Interpersonal Process Recall 99
  • Framework of the IPR Model 100
  • Focus and Goals in the IPR Method 100
  • Methodology and Techniques of the IPR Model 101
  • Case Example in the IPR Model 103
  • Critique of the IPR Method 104
  • Systems Approach to Supervision 104
  • Framework of the SAS Model 105
  • Focus and Goals in the SAS Model 107
  • Methodology and Techniques in the SAS Model 107
  • Case Example in SAS Method of Supervision 110
  • Critique 111
  • Using Integrative Approaches in Supervision 111
  • Defining Psychotherapy Integration 113
  • Principles of Integrative Supervision 114
  • Critiques of Integrative Supervision 118
  • New Models in Integrative Supervision 118
  • Reflective Learning Model of Supervision 118
  • Solution-Oriented Model of Supervision 119
  • Schema-Focused Model of Supervision 120
  • 5 Supervision-Based Developmental Models of Counselor Supervision / Peggy P. Whiting, Loretta J. Bradley, Kristen J. Planny 125
  • Developmental Supervision Defined 126
  • Organismic Versus Mechanistic Views of Development 126
  • Cognitive Processing and Transformation 126
  • Hierarchical Stage Sequences 127
  • Increasing Skill and Awareness 127
  • Transformation in Identity 127
  • Motivation Theory 128
  • Variable Development Needs 128
  • Learning Context and the Supervisory Relationship 130
  • Developmentally Appropriate Learning Activities 132
  • Framework of IDM Supervision 135
  • Primary Concepts and Theoretical Assumptions 135
  • Supervisorya Relationship 137
  • Critique 143
  • 6 Psychotherapy-Based Models of Counselor Supervision / Loretta J. Bradley, L. J. Gould 147
  • Psychodynamic Model of Supervision 148
  • Framework of the Psychodynamic Model of Supervision 148
  • Focus and Goals of the Psychodynamic Model of Supervision 151
  • Methodology and Techniques of the Psychodynamic Model of Supervision 153
  • Case Example in Psychodynamic Supervision 154
  • Critique of the Psychodynamic Model of Supervision 155
  • Behavioral Model of Supervision 156
  • Framework of the Behavioral Model of Supervision 156
  • Focus and Goals of the Behavioral Model of Supervision 157
  • Methodology and Techniques of the Behavior Model of Supervision 158
  • Case Example in Behavioral Supervision 163
  • Critique of the Behavioral Model of Supervision 164
  • Cognitive Model of Supervision 165
  • Framework of the Cognitive Model of Supervision 165
  • Focus and Goals in the Cognitive Model of Supervision 166
  • Methodology and Techniques of the Cognitive Model of Supervision 167
  • Case Example in Cognitive Supervision 172
  • Critique of the Cognitive Model of Supervision 173
  • Part III Specialized Models of Counselor Supervision
  • 7 Group Supervision / Richard L. Hayes, Lorie S. Blackman, Carolyn Brennan 183
  • Benefits of Group Supervision 186
  • Considerations for Group Supervisors 187
  • Types of Groups 189
  • Supervisory Goals 190
  • Group Dynamics 192
  • Cohesiveness 193
  • Norms 193
  • Validation and Feedback 194
  • Emotional Immediacy 195
  • Problem Solving 195
  • Leadership 196
  • Self-Disclosure 197
  • Roles 198
  • Group Development 198
  • Ethical Issues 199
  • Informed Consent 200
  • Confidentiality 200
  • Dual Relationships 201
  • Group Counseling Competencies 202
  • 8 Supervising School Counselors / Sandy Magnuson, Ken Norem, Loretta J. Bradley 207
  • A Novel Idea, or One That Has Been Promoted Before? 209
  • Moving Beyond the Rhetoric 211
  • Successful Initiatives 211
  • Recommended Initiatives for Individuals 213
  • Initiating a Supervisory Relationship With School Counselors: Considerations and Processes 215
  • 9 Supervision of Career Counseling / M. Kristine Bronson 222
  • What Is Effective Supervision? 223
  • What Is Effective Career Counseling? 223
  • Components of Effective Career Counseling Supervision 224
  • Supervisory Relationship 225
  • Counseling Skills 226
  • Case Conceptualization 228
  • Assessment Skills 230
  • Interconnection Between Personal Issues and Career Issues 232
  • Promoting Supervisee Interest in Career Counseling 234
  • Addressing Career Issues in Age-Appropriate Ways 235
  • Multicultural Issues 237
  • Ethics 241
  • Research Issues 242
  • 10 Family Counseling Supervision / Marcia Kaufman, Keith J. Morgen, Nicholas Ladany 245
  • Brief History of Family Counseling and Family Counseling Supervision 246
  • General Characteristics of Supervision 247
  • Trainee and Supervisor Roles and Capacities 247
  • Features of the Supervisory Relationship 248
  • Comparisons Between Family Counseling Supervision and Individual Counseling Supervision 249
  • Client Shift 249
  • Ethics 250
  • Theoretical and Clinical Focus 250
  • Family Counseling Supervision Strategies and Techniques 252
  • Live Supervision 252
  • Ex Post Facto Supervision 256
  • Attending to the Affective Component in Supervision and Supervisory Relationship Issues 258
  • Goals and Outcomes of Family Counseling Supervision 260
  • Part IV Professional Issues in Counselor Supervision
  • 11 Evaluation in Supervision / L. J. Gould, Loretta J. Bradley 271
  • What Are the Criteria to Be Evaluated? 272
  • Who Is Evaluated and Who Evaluates? 275
  • When and Where Does Evaluation Take Place? 276
  • How Is Evaluation Conducted in Supervision? 278
  • Supervisory Relationship 278
  • Supervision Contract 279
  • Supervisory Tasks 280
  • Supervision Goals 280
  • Feedback 281
  • Evaluation Methods and Techniques 282
  • Why Is Evaluation Problematic? 291
  • 12 Understanding and Conducting Supervision Research / Nicholas Ladany, Janet L. Muse-Burke 304
  • Supervision Research Variables 305
  • What We Know From Supervision Research 309
  • How to Create a Well-Designed Quantitative Supervision Research Study 312
  • Measuring Supervision Variables 313
  • Qualitative Designs and Supervision Research 313
  • A Descriptive Model of Assessing Evaluation Approaches for Counselor Trainees 321
  • 13 Advocacy in Supervision / Judith A. Lewis, James R. Cheek, C. Bret Hendricks 330
  • Counselor as Advocate 331
  • Advocacy Role: Barriers and Challenges 333
  • Funding Issues 333
  • Graduate Training Issues 333
  • Issues Related to Courage 333
  • Thinking Systemically 333
  • Knowledge of Social Change Strategies 334
  • Supervisory Challenge 334
  • Implementation of Change in Supervision 335
  • 14 Ethical Issues in Supervision / Loretta J. Bradley, Jeffrey A. Kottler, Deborah Lehrman-Waterman 342
  • Ethical Challenges for Supervisors 344
  • Development of Ethical Codes 344
  • Ethical Guidelines for Supervisors 345
  • Preliminary Considerations 345
  • Initial Supervisory Ethical Concerns 350
  • Ongoing Ethical Concerns 352
  • Ethical Decision Making 355
  • Legal Considerations 357
  • 15 Supervision Training: A Model / Loretta J. Bradley, Peggy P. Whiting 361
  • Supervision Training 362
  • What Is Supervisory Training? 362
  • Goals 363
  • Training 363
  • Supervision Training Modules 367
  • Conceptualizing the Supervisory Function 367
  • Orchestrating a Supervisory Relationship 371
  • Focusing Supervision Goals Toward Mastery and Maturity 373
  • Facilitating a Supervisory Learning Environment 375
  • -- Developing a Theory Base, Supervisory Technology, and Personal Supervisory Style 377
  • Evaluation 378
  • Knowledge Component 378
  • Practice Component 379
  • Personal Component 381.
Description
xxiv, 409 p. ; 25 cm.
Notes
Includes bibliographical references and index.
Technical Details
  • Access in Virgo Classic

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    g| Part I t| Counselor Supervision: Essentials for Training -- g| 1 t| Overview of Counselor Supervision / r| Loretta J. Bradley, Jeffrey A. Kottler g| 3 -- t| Clinical Versus Administrative Supervision g| 4 -- t| Roles of the Supervisor g| 5 -- t| Supervisor Qualifications g| 6 -- t| Skills and Attributes g| 6 -- t| Purposes of Counselor Supervision g| 8 -- t| Personal and Professional Development g| 8 -- t| Competency Development g| 10 -- t| Promotion of Accountability g| 12 -- t| Activities of Counselor Supervision g| 13 -- t| Support g| 13 -- t| Consultation g| 14 -- t| Counseling g| 16 -- t| Training and Instruction g| 17 -- t| Evaluation g| 19 -- g| 2 t| Supervisory Relationship / r| Janet L. Muse-Burke, Nicholas Ladany, Mary D. Deck g| 28 -- t| Supervisory Relationship Defined g| 29 -- t| Phases of the Supervisory Relationship g| 31 -- t| Formation of Strong Supervisory Relationships g| 32 -- t| Facilitative Conditions g| 33 -- t| Action-Oriented Conditions g| 35 -- t| Role Induction g| 36 -- t| Factors That Influence the Supervisory Relationship g| 36 -- t| Triadic System g| 37 -- t| Supervisee Characteristics g| 38 -- t| Supervisor Characteristics g| 41 -- t| Supervisee-Supervisor Relationship Interactions g| 45 -- t| Influence of the Supervisory Relationship on Supervision Process and Outcome g| 48 -- t| Games Supervisees and Supervisors Play g| 48 -- t| Disclosure and Nondisclosure g| 52 -- t| Role Conflict and Ambiguity g| 54 -- t| Sexual Issues g| 55 -- g| 3 t| A Multicultural Framework for Counselor Supervision / r| Julie R. Ancis, Nicholas Ladany g| 63 -- t| Current Models of Supervision g| 64 -- t| Heuristic Model of Nonoppressive Interpersonal Development g| 67 -- t| Adaptation g| 68 -- t| Incongruence g| 70 -- t| Exploration g| 71 -- t| Integration g| 72 -- t| Supervision Relationship Types g| 73 -- t| Supervisor Interventions g| 75 -- t| Multicultural Supervision Competencies as Ethical Practice g| 77 -- t| Background of Multicultural Supervision Competencies g| 79 -- t| Multicultural Supervision Competencies g| 80 -- g| Part II t| Theoretical Approaches to Counselor Supervision -- g| 4 t| Supervision-Based Integrative Models of Counselor Supervision / r| Loretta J. Bradley, L. J. Gould, Gerald D. Parr g| 93 -- t| Discrimination Model of Supervision g| 94 -- t| Framework of the Discrimination Model of Supervision g| 94 -- t| Focus and Goals of the Discrimination Model of Supervision g| 95 -- t| Methodology and Techniques of the Discrimination Model of Supervision g| 97 -- t| Case Example in Using the Discrimination Model of Supervision g| 98 -- t| Critique of the Discrimination Model of Supervision g| 98 -- t| Interpersonal Process Recall g| 99 -- t| Framework of the IPR Model g| 100 -- t| Focus and Goals in the IPR Method g| 100 -- t| Methodology and Techniques of the IPR Model g| 101 -- t| Case Example in the IPR Model g| 103 -- t| Critique of the IPR Method g| 104 -- t| Systems Approach to Supervision g| 104 -- t| Framework of the SAS Model g| 105 -- t| Focus and Goals in the SAS Model g| 107 -- t| Methodology and Techniques in the SAS Model g| 107 -- t| Case Example in SAS Method of Supervision g| 110 -- t| Critique g| 111 -- t| Using Integrative Approaches in Supervision g| 111 -- t| Defining Psychotherapy Integration g| 113 -- t| Principles of Integrative Supervision g| 114 -- t| Critiques of Integrative Supervision g| 118 -- t| New Models in Integrative Supervision g| 118 -- t| Reflective Learning Model of Supervision g| 118 -- t| Solution-Oriented Model of Supervision g| 119 -- t| Schema-Focused Model of Supervision g| 120 -- g| 5 t| Supervision-Based Developmental Models of Counselor Supervision / r| Peggy P. Whiting, Loretta J. Bradley, Kristen J. Planny g| 125 -- t| Developmental Supervision Defined g| 126 -- t| Organismic Versus Mechanistic Views of Development g| 126 -- t| Cognitive Processing and Transformation g| 126 -- t| Hierarchical Stage Sequences g| 127 -- t| Increasing Skill and Awareness g| 127 -- t| Transformation in Identity g| 127 -- t| Motivation Theory g| 128 -- t| Variable Development Needs g| 128 -- t| Learning Context and the Supervisory Relationship g| 130 -- t| Developmentally Appropriate Learning Activities g| 132 -- t| Framework of IDM Supervision g| 135 -- t| Primary Concepts and Theoretical Assumptions g| 135 -- t| Supervisorya Relationship g| 137 -- t| Critique g| 143 -- g| 6 t| Psychotherapy-Based Models of Counselor Supervision / r| Loretta J. Bradley, L. J. Gould g| 147 -- t| Psychodynamic Model of Supervision g| 148 -- t| Framework of the Psychodynamic Model of Supervision g| 148 -- t| Focus and Goals of the Psychodynamic Model of Supervision g| 151 -- t| Methodology and Techniques of the Psychodynamic Model of Supervision g| 153 -- t| Case Example in Psychodynamic Supervision g| 154 -- t| Critique of the Psychodynamic Model of Supervision g| 155 -- t| Behavioral Model of Supervision g| 156 -- t| Framework of the Behavioral Model of Supervision g| 156 -- t| Focus and Goals of the Behavioral Model of Supervision g| 157 -- t| Methodology and Techniques of the Behavior Model of Supervision g| 158 -- t| Case Example in Behavioral Supervision g| 163 -- t| Critique of the Behavioral Model of Supervision g| 164 -- t| Cognitive Model of Supervision g| 165 -- t| Framework of the Cognitive Model of Supervision g| 165 -- t| Focus and Goals in the Cognitive Model of Supervision g| 166 -- t| Methodology and Techniques of the Cognitive Model of Supervision g| 167 -- t| Case Example in Cognitive Supervision g| 172 -- t| Critique of the Cognitive Model of Supervision g| 173 -- g| Part III t| Specialized Models of Counselor Supervision -- g| 7 t| Group Supervision / r| Richard L. Hayes, Lorie S. Blackman, Carolyn Brennan g| 183 -- t| Benefits of Group Supervision g| 186 -- t| Considerations for Group Supervisors g| 187 -- t| Types of Groups g| 189 -- t| Supervisory Goals g| 190 -- t| Group Dynamics g| 192 -- t| Cohesiveness g| 193 -- t| Norms g| 193 -- t| Validation and Feedback g| 194 -- t| Emotional Immediacy g| 195 -- t| Problem Solving g| 195 -- t| Leadership g| 196 -- t| Self-Disclosure g| 197 -- t| Roles g| 198 -- t| Group Development g| 198 -- t| Ethical Issues g| 199 -- t| Informed Consent g| 200 -- t| Confidentiality g| 200 -- t| Dual Relationships g| 201 -- t| Group Counseling Competencies g| 202 -- g| 8 t| Supervising School Counselors / r| Sandy Magnuson, Ken Norem, Loretta J. Bradley g| 207 -- t| A Novel Idea, or One That Has Been Promoted Before? g| 209 -- t| Moving Beyond the Rhetoric g| 211 -- t| Successful Initiatives g| 211 -- t| Recommended Initiatives for Individuals g| 213 -- t| Initiating a Supervisory Relationship With School Counselors: Considerations and Processes g| 215 -- g| 9 t| Supervision of Career Counseling / r| M. Kristine Bronson g| 222 -- t| What Is Effective Supervision? g| 223 -- t| What Is Effective Career Counseling? g| 223 -- t| Components of Effective Career Counseling Supervision g| 224 -- t| Supervisory Relationship g| 225 -- t| Counseling Skills g| 226 -- t| Case Conceptualization g| 228 -- t| Assessment Skills g| 230 -- t| Interconnection Between Personal Issues and Career Issues g| 232 -- t| Promoting Supervisee Interest in Career Counseling g| 234 -- t| Addressing Career Issues in Age-Appropriate Ways g| 235 -- t| Multicultural Issues g| 237 -- t| Ethics g| 241 -- t| Research Issues g| 242 -- g| 10 t| Family Counseling Supervision / r| Marcia Kaufman, Keith J. Morgen, Nicholas Ladany g| 245 -- t| Brief History of Family Counseling and Family Counseling Supervision g| 246 -- t| General Characteristics of Supervision g| 247 -- t| Trainee and Supervisor Roles and Capacities g| 247 -- t| Features of the Supervisory Relationship g| 248 -- t| Comparisons Between Family Counseling Supervision and Individual Counseling Supervision g| 249 -- t| Client Shift g| 249 -- t| Ethics g| 250 -- t| Theoretical and Clinical Focus g| 250 -- t| Family Counseling Supervision Strategies and Techniques g| 252 -- t| Live Supervision g| 252 -- t| Ex Post Facto Supervision g| 256 -- t| Attending to the Affective Component in Supervision and Supervisory Relationship Issues g| 258 -- t| Goals and Outcomes of Family Counseling Supervision g| 260 -- g| Part IV t| Professional Issues in Counselor Supervision -- g| 11 t| Evaluation in Supervision / r| L. J. Gould, Loretta J. Bradley g| 271 -- t| What Are the Criteria to Be Evaluated? g| 272 -- t| Who Is Evaluated and Who Evaluates? g| 275 -- t| When and Where Does Evaluation Take Place? g| 276 -- t| How Is Evaluation Conducted in Supervision? g| 278 -- t| Supervisory Relationship g| 278 -- t| Supervision Contract g| 279 -- t| Supervisory Tasks g| 280 -- t| Supervision Goals g| 280 -- t| Feedback g| 281 -- t| Evaluation Methods and Techniques g| 282 -- t| Why Is Evaluation Problematic? g| 291 -- g| 12 t| Understanding and Conducting Supervision Research / r| Nicholas Ladany, Janet L. Muse-Burke g| 304 -- t| Supervision Research Variables g| 305 -- t| What We Know From Supervision Research g| 309 -- t| How to Create a Well-Designed Quantitative Supervision Research Study g| 312 -- t| Measuring Supervision Variables g| 313 -- t| Qualitative Designs and Supervision Research g| 313 -- t| A Descriptive Model of Assessing Evaluation Approaches for Counselor Trainees g| 321 -- g| 13 t| Advocacy in Supervision / r| Judith A. Lewis, James R. Cheek, C. Bret Hendricks g| 330 -- t| Counselor as Advocate g| 331 -- t| Advocacy Role: Barriers and Challenges g| 333 -- t| Funding Issues g| 333 -- t| Graduate Training Issues g| 333 -- t| Issues Related to Courage g| 333 -- t| Thinking Systemically g| 333 -- t| Knowledge of Social Change Strategies g| 334 -- t| Supervisory Challenge g| 334 -- t| Implementation of Change in Supervision g| 335 -- g| 14 t| Ethical Issues in Supervision / r| Loretta J. Bradley, Jeffrey A. Kottler, Deborah Lehrman-Waterman g| 342 -- t| Ethical Challenges for Supervisors g| 344 -- t| Development of Ethical Codes g| 344 -- t| Ethical Guidelines for Supervisors g| 345 -- t| Preliminary Considerations g| 345 -- t| Initial Supervisory Ethical Concerns g| 350 -- t| Ongoing Ethical Concerns g| 352 -- t| Ethical Decision Making g| 355 -- t| Legal Considerations g| 357 -- g| 15 t| Supervision Training: A Model / r| Loretta J. Bradley, Peggy P. Whiting g| 361 -- t| Supervision Training g| 362 -- t| What Is Supervisory Training? g| 362 -- t| Goals g| 363 -- t| Training g| 363 -- t| Supervision Training Modules g| 367 -- t| Conceptualizing the Supervisory Function g| 367 -- t| Orchestrating a Supervisory Relationship g| 371 -- t| Focusing Supervision Goals Toward Mastery and Maturity g| 373 -- t| Facilitating a Supervisory Learning Environment g| 375 --
    505
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    t| Developing a Theory Base, Supervisory Technology, and Personal Supervisory Style g| 377 -- t| Evaluation g| 378 -- t| Knowledge Component g| 378 -- t| Practice Component g| 379 -- t| Personal Component g| 381.
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    a| Counselors x| Supervision of.
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    a| Bradley, Loretta J., d| 1941-
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    a| BF637 .C6 C69 2001 w| LC i| X004420496 l| LOSTCLOSED m| ALDERMAN t| BOOK
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